Abstract
L2 writing, known as a cognitively demanding process, has also been perceived to encompass emotional aspects for L2 writers, as they tend to exhibit various feelings towards teacher feedback on their writing performance. The current study therefore explored EFL Vietnamese students’ emotions toward teacher-written feedback and how their emotions were perceived to impact their engagement and writing performance during the writing process. Data was obtained through semi-structured interviews with the involvement of college Vietnamese students after their essays and teacher feedback were collected. The results showed variations in students’ emotions were found at different rounds of teacher-written feedback, which were perceived by the students to influence their cognitive resources, motivation, and self-regulation of learning. Pedagogical implications are discussed with an emphasis on how to provide or modify teacher written feedback at different stages of the writing process to sustain and promote student engagement with teacher feedback and their writing practice.
- Journal
- Journal of Response to Writing
- Published
- 2025-04-03
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